few_shots: Example:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
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Counters, 10 per pair of students
Decks of number cards 0-5 (with 4 of each number) or two 0-5 dice
Setup
This activity is done in pairs. The students sit side by side with 10-frame and deck of cards or dice. If they have cards, the cards are shuffled and placed face down in front of them.
Action
Player 1 flips a card or rolls the die. They place that many counters on the 10-frame. Player 2 flips a card or rolls the die. They place that many more counters on the 10-frame next to the counters already on the ten frame. The students count the total together.
A recording sheet can be added when the students have been introduced to equations and number sentences. For those students who can handle higher numbers, a deck of 0-10 cards and two 10-frames can be used.
This game can also be played alone.


Mathematical concept/skill options: 
A. Write and interpret numerical expressions.
B. Generate and analyze patterns.
C. Analyze patterns and relationships.
D. Use properties of operations to generate equivalent expressions.
E. Use the four operations with whole numbers to solve problems.
F. Work with radicals and integer exponents.
G. Solve systems of equations.
H. Represent and solve problems involving multiplication and division.
I. Perform arithmetic operations on polynomials.
J. Understand the relationship between zeros and factors of polynomials.
K. Understand properties of multiplication and the relationship between multiplication and division.
L. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Use polynomial identities to solve problems.
O. Apply and extend previous understandings of arithmetic to algebraic expressions.
P. Rewrite rational expressions.
Q. Interpret the structure of expressions.
R. Add and subtract within 20.
S. Analyze and solve linear equations and pairs of simultaneous linear equations.
T. Represent and analyze quantitative relationships between dependent and independent variables.
U. Solve equations and inequalities in one variable.
V. Create equations that describe numbers or relationships
W. Reason about and solve one-variable equations and inequalities.
X. Represent and solve equations and inequalities graphically.
Y. Understand solving equations as a process of reasoning and explain the reasoning.
Z. Understand and apply properties of operations and the relationship between addition and subtraction.
AA. Gain familiarity with factors and multiples.
AB. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
AC. Work with addition and subtraction equations.
AD. Multiply and divide within 100.
AE. Work with equal groups of objects to gain foundations for multiplication.
AF. Represent and solve problems involving addition and subtraction.
AG. Write expressions in equivalent forms to solve problems.
AH. Understand the connections between proportional relationships, lines, and linear equations.


Thought: This task teaches students to understand addition as putting together counters, or adding to already placed counters.
Answer: AB

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K
options: Perform arithmetic operations on polynomials.

Understand and apply properties of operations and the relationship between addition and subtraction.

Work with radicals and integer exponents.

Work with equal groups of objects to gain foundations for multiplication.

Understand solving equations as a process of reasoning and explain the reasoning.

Write and interpret numerical expressions.

Understand the relationship between zeros and factors of polynomials.

Add and subtract within 20.

Solve equations and inequalities in one variable.

Solve systems of equations.

Generate and analyze patterns.

Interpret the structure of expressions.

Represent and solve equations and inequalities graphically.

Analyze patterns and relationships.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Work with addition and subtraction equations.

Multiply and divide within 100.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Rewrite rational expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Create equations that describe numbers or relationships

Write expressions in equivalent forms to solve problems.

Use properties of operations to generate equivalent expressions.

Gain familiarity with factors and multiples.

Use polynomial identities to solve problems.

Use the four operations with whole numbers to solve problems.

Reason about and solve one-variable equations and inequalities.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Understand the connections between proportional relationships, lines, and linear equations.

Understand properties of multiplication and the relationship between multiplication and division.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and solve problems involving multiplication and division.

Represent and solve problems involving addition and subtraction.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that offer practice adding two-digit numbers within 100. Students choose from any stage of previously introduced centers.
How Close?
Target Numbers
Five in a Row
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from:
How Close? Stages 1–3
Target Numbers, Stages 1–3
Five in a Row, Stages 1–6
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
Student Facing
Choose a center.
How Close?
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Target Numbers
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Five in a Row
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Activity Synthesis
“Diego and Elena are playing How Close. Diego has a sum of 91. Elena has a sum of 89. Who gets a point for being closer to 100? How do you know?”


correct_option_index: 7